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認知風格對學習者於擴增實境輔助頭登系統配線學習之影響 = The effects of students' cognitive styles upon applying ar to learn headlamp wiring system

李昱廷 (數位學習科技) 國立臺南大學 數位學習科技學系碩士班 民102[2013

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  • Title:
    認知風格對學習者於擴增實境輔助頭登系統配線學習之影響 = The effects of students' cognitive styles upon applying ar to learn headlamp wiring system
  • Author: 李昱廷 (數位學習科技)
  • 國立臺南大學 數位學習科技學系碩士班
  • Subjects: 學習成效 使用性評估 擴增實境 認知風格; Usability Test Augmented Reality Cognitive Styles Learning Effectiveness
  • Description: M-Learning是近年來提倡無所不在的學習新工具，而這樣的學習方式改變了以往學習的模式。本研究主要是設計一套用於輔助高職汽車科汽車電路配線之學習系統，藉由擴增實境技術融入特定之教學課程中，並探討以下議題：(1)傳統授課與實驗授課方式的學習成效關係；(2)文字導向與視覺導向的學習成效關係；(3)分析系統使用性；(4)探討教學授課與認知風格交互作用的學習成效關係。 本研究之實驗對象為臺南市某高職汽車科的35位學生，藉由認知風格量表、系統使用性量表、前後測驗、觀察與焦點團體訪談獲取量化與質性數據進行統計分析。實驗結果發現傳統授課與實驗授課方式的學習成效有顯著影響；文字導向與視覺導向的學習成效有顯著影響；在系統使用上，文字導向與視覺導向的學習者均持正面態度與滿意，而使用感受上並無顯著差異；在教學授課與認知風格交互作用的學習成效，以實驗組的視覺導向為最佳，其次為傳統組文字導向、實驗組視覺導向與傳統組視覺導向。 Mobile learning is the most sought-after item to help students, by integrating the game, diagram and text representations, to change their learning modes. However, students’ cognitive style may influence their wiring learning with Augmented Reality(AR). Hence, the current study focused on students’ differences in learning modes created by different cognitive styles (verbalizer and imager), and compared the effects made on their wiring exam through the aid of the mobile learning. Therefore, the focused issues are: (1) the Learning Effectiveness between Traditional Teaching Method and Laboratory Teaching Method; (2) the Learning Effectiveness between Verbalizer and Imager; (3) system usability; (4) the Learning Effectiveness with Teaching Methods and Cognitive Styles. Participants were 35 department of automobil
  • Publisher: 碩士論文--國立臺南大學數位學習科技學系碩士班, 101學年度
  • Creation Date: 民102[2013
  • Format: xii, 76面 : 圖,表 ; 30公分.
  • Language: Chinese
  • Source: NUTN ALEPH
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